Lesson1

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Lesson 1

This lesson was created with the three Principles of Universal Design for Learning in mind. The lesson has been customized to include numerous components of each principle. The activities within the lesson for each principle are as follows:
1. Multiple means of representation: United Streaming video segments that are short but focused, Inspiration software to see real-time class data, online activities, large group and small group learning activities
2. Multiple means of expression: Graphing Examples Handout on United Streaming Videos, Graph Club Exploration Handout, Paint drawing, Microsoft Word, class discussions, small group discussions, class note-takers
3. Multiple means of engagement: Relevant United Streaming Videos, Ice Cream Pictograph & Bar Graph, Shoe Drawings, Graph Club Software, Multiple Graphing Web Activities

Teacher: R. Casavant
Grade Level: 2nd Grade
Date: July 2007
Content Area: Math - Statistics
Duration:
School:
Curriculum Guide: Quarter & Page
Enduring Understanding: 1. Data displays organize information that can be easily analyzed.
2. Organization of information shows relationships.
Essential Question(s): 1. What are some ways data can be displayed to communicate info?
2. What questions can be answered from a graph?
3. What are some ways to organize data?
4. How can the elements of a graph help people to understand and to interpret data?
Performance Indicator: 1. Gather and organize data from surveys and classroom experiments.
2. Organize and display data in more than one way.
3. Interpret data in more than one way.
4. Gather and organize data from a variety of sources.
5. Organize and display data using tables, pictographs, and bar graphs using appropriate scales.
6. Interpret and compare data from tables, pictographs, and bar graphs.
IEP Objectives (if applicable): Not applicable at this time but the lesson would be adjusted to include students' IEP goals.
Assessment/Evaluation:
Assess a concluding objective or alternative assessment
1. Teacher will continously assess the students progress in class and adjust lesson accordingly.
2. Graph Club Exploration Handout will be checked for student understanding.
3. A short online quiz will be completed the next day as a warm-up.
4. An online quiz will be completed at the end of the statistics unit.
Lesson Materials:
1. Student computers with internet access, Word, Graph Club, Drawing Software, and United Streaming
2. Teacher computer with Inspiration, PowerPoint, Word, Graph Club, internet access, and United Streaming on it
3. LCD connected to Teacher Computer
4. Four ice cream flavors
5. Four ice cream scoops
6. Bowls
7. Ice Cream Scoop Graphics
8. United Streaming Video Clips with closed captioning
9. United Streaming - Graphing Examples Handout
10.Graph Club Software on all computers
11. Graph Club Exploration Handout
12. PowerPoint Slide of Ice Cream Statistics
13. Printer (can be black and white)
14. Scotch Tape
15. Drawing Software such as Paint
16. Headphones
17. Special Education Software such as Kurzweil Reader
18. Paper Towels
Technology:
1. Inspiration
Ice Cream Cone Graphics
2. United Streaming
Simple Graph Introduction Clip
Three Examples of Graphs Clips
3. Graph Club Software
4. Graph Club Activity
http://t4.jordan.k12.ut.us/professional_development/GraphClub/index.html
5. PowerPoint
6. Word
7. Paint Program
8. Kurzweil Reader
Prior to lesson:
  1. Set up four different ice cream flavors, four ice cream scoops, and some bowls for the students at the front of the room. Cover or conceal the ice cream containers so students do not easily recognize them.
  2. Have your computer on with an LCD connection.
  3. Open the program Inspiration but make sure your screen is not displayed in the front yet.
  4. Import or make four different flavored ice cream scoop graphics using Inspiration that are approximately the same color as the four flavors of ice cream you have brought in for the children.
  5. Have the four graphics on the top of the screen and a pictograph table with the four flavors labeled going from the left to the right of the screen. Make sure students can select the flavor ice cream they have chosen and put it in the correct row of the pictograph.
Activator/Pre-Assessment: (10 minutes)
  1. Excitedly tell students that today we are going to do some math using the things they like such as ice cream and computers. Tell the students that they need to first watch the video clip and pay attention before we can have ice cream and use the computers.
  2. Play the United Streaming Video clip “Simple Graph Introduction”. (119 seconds) RATIONALE: Introduces graphing as a way to organize information from the world around us such as a grocery store. It's a short, but informational, clip that begins to direct students minds in the direction I want them to go. Demonstrates relevance to the material, motivation to learn it and is an appropriate technology activator. The video also includes some music for the learners in the room that learn better with music. DIFFERENTIATION: Learners can see and hear video with closed captioning.
  3. Once the video finishes ask the students for some examples of graphs? List their examples on the board.
  4. Ask students why we use graphs? Make sure to stress the relevancy of graphs in their lives and the importance of today's lesson. Record their answers on the board and try to steer them towards what graphs tell us. Evaluate the students’ responses to determine what the students know about graphs and graphing. Use this conversation as an indicator of the students’ prior knowledge. DIFFERENTIATION: Spend more time here if students need it based off of their prior knowledge. You may need to make up some examples and lead the students a little if they aren't getting it. You might want to ask for some examples from the kids that do get it so that other students can get it too.
  5. Review the lists on the board with the students and then tell the students that today we are going to make some of our own graphs based off of what the class likes starting with ice cream!

Focus Lesson: Whole/Small Group Modeling & Instruction: (40 minutes)
  1. Have the students come up to the front of the room and pick the ice cream they would like. Give one or two scoops of ice cream to each student in a bowl.
  2. While you are scooping the ice cream, have the students pick a pre-made ice cream graphic in Inspiration and correctly place it into the pictograph next to the appropriate flavor so that the class creates an ice cream pictograph on the teacher’s computer. RATIONALE: Students love ice cream and they get to choose thier own flavor/reward. This activity combines technology in a way that allows for a pictrograph, made BY the students, to appear directly in front of the students in real time. This technology also allows the bodily-kinesthetic students time out of their seat without getting in trouble and provides the spatial-visual kids as well as the logical-mathematical students the abilitly to work with the language of math, i.e. numbers representing pictures. The interpersonal and intrapersonal learners also get to observe and analyze other's likes and dislikes as well as their own. DIFFERENTIATION: All students, regardless of their ability can participate in this activity and create their own class graph.
  3. Once all students have picked their ice cream flavor, display the class results on the LCD monitor so that all students can see the results. At this time the students will eat their ice cream and clean up their spaces.
  4. Discuss the results of the class pictograph and what it means. Here is a perfect opportunity to allow a linguistic learner to describe what the data means to the entire class using words and language.
  5. Ask students if any of them know any other graphs that they could make to display this data? List the types of graphs the students come up with on the board steering them towards a bar graph.
  6. Once the students have mentioned the bar graph as well as a few others, have the students create a bar graph as a class on the board with the ice cream data. Again, the type of activity is good for the logical-mathematical, bodily-kinesthetic, spatial-visual, interpersonal, and intrapersonal learners for many of the same reasons as the Inspiration Activity. Make sure the ice cream pictograph can still be seen on the overhead screen.
  7. Have students go to their computers and go to the United Streaming – Graphing Examples Handout in the Student Shared Folder and open it.
  8. Have students type their names on it and save it as their name or their name and their partner’s name.
  9. Ask the students to answer the first question using the graphs in the front of the room. Monitor the students to make sure they have saved the document correctly and are answering only the first question.
  10. Once the students have answered the first question have them continue to follow the directions to view the United Streaming clips on graphing and answer the questions that follow. Tell them that they can watch the clips more than once if they need to. DIFFERENTIATION: Clips have closed captioning built in as well as visual and audio components. Students can also use headphones as they watch as well as control the playback so that they can review the video as many times as they need to. (You may want to distribute headphones for this part but make sure students do not have them on their ears when you are giving instructions.)
  11. Once everyone is done ask student volunteers to share their results with the entire class. If possible, have a student recorder type in the right answers into a blank United Streaming – Graphing Examples Handout that is displayed on the teacher computer so that all students can see it. RATIONALE: Students get to see real world graphing examples and how the subject matter relates to them. By using a student recorder all students can check their answers against what the class comes up with. DIFFERENTIATION: Make sure the recorded answers are read out aloud as well for the students that don't see very well.
  12. Explain to students that we are now going to create some of our own graphs using Graph Club.
Guided Practice: (30 minutes)
  1. Have a PowerPoint slide with other 2nd grade classes’ results on the ice cream flavors they like and graph this new data using Graph Club making sure the students see the steps required to create the graph.
  2. At the students computers, have the students draw a picture of their shoes using the Paint program and then print off their pictures. Have them tape the shoes to the board in a class pictograph that shows the types of shoes the students are wearing and the amount of each. Examples would include sneakers, boots, rollies, sandals, etc. RATIONALE: I wanted to provide a medium so that students could draw using the computer and then show thier work to the rest of the class in a way that still coincided with the lesson goals. By using the Paint Program on the computer students can quickly make a drawing of thier shoes so that we can have another example of a pictograph and then use the pictograph data to create another bar graph.
  3. Then have students graph this new data as a bar graph using Graph Club software. Have students work in small teams and have flexibility in where/how they work on the activity. If students can move around the room allow for it. When groups finish have them help other groups so that students can learn from each other. RATIONALE: Students have already created bar graphs on the board with marker and now the lesson allows for technology to aide them in their understanding. By allowing small, flexible groups we are fostering a UDL environment that everyone is responsible for the entire class learning the material and not just the teacher. DIFFERENTIATION: Students get to utilize the technology in whatever way works best for them as well as group with whomever they want to work with. For the students that finish early, they get to help others so that everyone is on the same pace and no one gets left behind.
  4. Discuss the results with the students and make sure to put the correct bar graph on the board using the teacher computer.
Independent Practice: (20 minutes)
  1. Distribute the Graph Club Exploration Handout and explain to students that they are now going to go online to the website http://t4.jordan.k12.ut.us/professional_development/GraphClub/index.html and interpret different types of graphs while answering the questions on the handout. Make sure the students know you are going to collect this handout to determine how much they know about graphs so they should work independently on this task and only ask for help from you if they need it. RATIONALE: This activity allows for students to show what they know individually and use the technology in any way they would like. This is another way to allow all types of learners access to the curriculum in the way that works best for them and assesses them on what they know in an engaging manner. DIFFERENTIATION: All students can use the technology and programs on the computer to help them work with and understand the information being assessed.
  2. Read the directions for the students on the handout and make sure students know they are to follow the directions on the handout as they work online. Again, be flexible where students work and if they want to use headphones or not.
  3. Monitor the students as they work on the handout.
  4. Collect the papers from the students as they finish and have the faster students explore another, pre-determined, graphing webpage while the other students finish up.
Differentiation:
United Streaming provides closed captioning on it's videos. Accomodates all types of learners.
Headphones will be provided so that students that have trouble focusing can concentrate or those hard of hearing can control the volume of the activity.
Graph club allows for text and visual data use for different types of learning styles. It also promotes adjustable levels of challenge and flexible models of skilled performance since the program can easily be adapted for all levels of students.
Kinesthetic learners have the ability to get up and move around the class at various points during the lesson.
Special Education Software will be available for students that need Kurzweil Reader, Screen Magnifier, On-screen Keyboard, etc.
Extra activities are built into the lesson as adjustable levels of challenge for students that finish early so that the students that need extra time don't feel rushed.
Closure:
  1. Once all students are done, give the students 3-4 minutes to come up with two things they learned today and type it into a word document.
  2. Ask for another student volunteer to type on the teacher computer. RATIONALE: The more eager students get to help the class summarize using technology. Using Word permits full class participation in an organized manner that all can see, hear, and process.
  3. Ask the students to share one of the things they learned today and have the student recorder type a list so that it appears in the front of the room for all students to see. Keep accepting answers until all students have exhausted their lists. Make sure every student gets a chance to participate so that they each feel that thier part of the group and their as important as anyone else in the class.
  4. Conclude class by previewing tomorrow’s lesson on line graphs.
Reflection or changes in teaching that could improve results:
Analyze the results of the assessment
  • Document the learning that occurred at individual and group levels
  • Explain results for students who learned more or less than expected
  • Document results from each subgroup